Effective Math Interventions

A Guide to Improving Whole-Number Knowledge
1. Auflage 2017
ISBN: 978-1-4625-2828-8
Verlag: Guilford Publications

Buch, Englisch, 258 Seiten, Format (B × H): 203 mm x 265 mm, Gewicht: 584 g

Reihe: The Guilford Practical Intervention in the Schools Series

Building foundational whole-number knowledge can help put K-5 students on the path to academic success and career readiness. Filling a gap for school practitioners, this book presents step-by-step guidelines for designing and implementing classwide, small-group, and individual interventions for mathematics difficulties. Effective procedures for screening, assessment, intervention selection, and progress monitoring are described and illustrated with detailed case vignettes. In a convenient large-size format, the book includes 20 reproducible handouts and forms. Purchasers get access to a Web page where they can download and print the reproducible materials.

This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

Zielgruppe

Professional and Professional Practice & Development

Autoren/Hrsg.

Codding, Robin S

Volpe, Robert J

Poncy, Brian C

Fachgebiete

• Sozialwissenschaften Psychologie Psychotherapie / Klinische Psychologie Kinder- und Jugendlichenpsychotherapie

Inhaltsverzeichnis

1. Introduction
2. Effective Core Math Curriculum and Instruction
3. Math Screening and Determining Student Groups
4. Classwide Math Interventions
5. Computer-Assisted Math Instruction in Schools, with Genevieve Krebs
6. Motivation and Math
7. Core Features of Tiers 2 and 3 Math Interventions
8. Early Numeracy Interventions
9. Basic and Complex Computation Interventions
10. Word-Problem Solving
11. Evaluating Student Progress and Making Intervention Adjustments
12. Conclusion
References
Index

Über Autor(innen)

Robin S. Codding, PhD, BCBA, is Professor of School Psychology in the Department of Applied Psychology at Northeastern University. She has served as Associate Editor of Journal of Behavioral Education, Journal of School Psychology, and School Psychology Review, and is a recipient of the Lightner Witmer Award from Division 16 (School Psychology) of the American Psychological Association. Dr. Codding's research focuses on the development and evaluation of school-based interventions, the factors that contribute to student responsiveness to intervention, and strategies to support intervention implementation. Her work has emphasized academic interventions and associated assessment for data-based decision making, particularly in the area of mathematics. She has authored more than 50 articles and book chapters.

Robert J. Volpe, PhD, is Professor and Chair of Applied Psychology at Northeastern University and Co-Director of the Center for Research in School-based Prevention. His research focuses on behavioral assessment in school-based problem-solving models, and evaluating classroom interventions for students with behavior problems. He is President of the Society for the Study of School Psychology and serves on the editorial boards of the Journal of School Psychology, School Psychology Review, School Mental Health, and the Journal of Attention Disorders. Dr. Volpe has authored or coauthored over 90 journal articles and book chapters.

Brian C. Poncy, PhD, is Associate Professor in the College of Education at Oklahoma State University. He is a recipient of the Outstanding Dissertation Award from Division 16 (School Psychology) of the American Psychological Association. Dr. Poncy's research focuses on academic interventions and behavioral principles of learning, specifically in the area of mathematics. He teaches classes focusing on the design, selection, implementation, and evaluation of academic interventions and single-case research designs. He has published approximately 20 research articles and book chapters.